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Developing Learning Agility This diagram was inspired by the blog post, The agile learner in a VUCA world, written by Aloha Lavina. VUCA is an acronym used to describe volatility, uncertainty, complexity, and ambiguity. Put simply, we live in a fast-changing world and in such an unfamiliar environment, we face unpredictable changes, often are required to make decisions in complex systems, and ...

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I've shared a few posts about Approaches to Learning (ATL Skills) before: and I haven't posted a link to my ATL Toolkit, but have not explicitly talked about it here.

My ATL toolkit has every ATL Skill, Cluster and Indicator...but then with each indicator, it gives resources, including thinking routines, videos and strategies, to help you support students in developing those skills.

Some examples:
Communication - Give and Receive Meaningful Feedback
The spreadsheet has resources for most indicators, but not all, and it is mostly full of things that I have found and used. ​​ My request is that people share the resources they use, so that I can add it to the ATL Toolkit - many heads are better than one right?

Please share links in the comments, or you can comment directly on theATL TOOLKIT!

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1. Unit Title -

Art inspired by Nature
2. Grade Level / Programme -

MYP Year 4
3. Subject - Visual Arts

PDF includes -

4. Key ATL Skills (3–5 specific skills)
5. Where They Appear in the Unit
6. How You Teach Them
7. How Students Track or Reflect on These Skills.
8. Optional: Upload visuals (tables, mind maps, slides)

9. Reflection (2–3 lines)

What was easy?

Connecting everything back to the assessment criteria—it helped anchor the choices I was making.

What was tricky? Figuring out which tools were actually helpful.

Why will this help your students?

Students benefit from structured tools that directly support learning outcomes—especially when they're simple to use and clearly linked to success criteria.

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New MYP Beta ATL skills- Managebac- https://www.managebac.com/blog/ib-launches-myp-enhancements-beta-trial

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MYP3-jigsaw activity on cellular membrane - TaskSheet

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MYP 3-  rubric jigsaw activity on cellular membrane

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ATLS in the PYP- https://www.inspiringinquiry.com/learningteaching/approaches-to-learning

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DP Physics ATL mapping - Kinematics (lakshmi Priya)

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DP Physics ATL mapping - Kinematics (lakshmi Priya)

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1. Unit Title / Theme:
Kinematics - Theme A

2. Grade Level / Programme:
Grade 11 / IBDP

3. Subject(s):
Physics HL/SL

4. Key ATL Skills (3–5 specific skills):

Thinking – Critical Thinking: Solve problems using equations of motion

Research – Information Literacy: Collect, record, and verify experimental data in obtaining the values of s.u, v, a, t and verify them in a simulation

Communication – Communication Skills: Use scientific vocabulary to communicate the same, what happens when one of the values change. Articulate the behavior change in other real life examples

Self-Management – Organization: Manage time and tasks effectively in lab planning

Reflection – Metacognition: Evaluate methods and errors in lab work and in numerical, work in collaboration

Kinematics ATL Focus Summary

By explicitly integrating ATL skills into your teaching of kinematics, students not only master the physics content (e.g., motion equations, graph analysis, vector interpretation) but also become independent learners prepared for the IA, Paper 1A and 1B & 2, and cross-disciplinary problem-solving.

5. Where They Appear in the Unit:

Problem-solving sessions using SUVAT equations

Practical investigation: determining acceleration due to gravity, projectile motion - real time and simulations

Peer discussion and critique and analysis of motion graphs

lab planning and documentation - scaffolded approach to IA

Reflection prompts after formative assessments and lab work

6. How You Teach Them:

Scaffolded problem sets moving from simple to complex motion scenarios

Video analysis tools -  for motion investigations or simple unit conversions

Class sessions on significant figures, unit conversions, and graph interpretation and analysis, evaluation

Use of planning templates for IA-style labs

Regular feedback cycles with self- and peer-assessment rubrics

7. How Students Track or Reflect on These Skills:

Maintain a Physics notebook as a - Journal  including method, data, graphs, and reflection

Use IB command term-based reflection prompts ("To what extent…", "Discuss…")

Track problem-solving strategies in a personal learning log

Reflect after each lab using a modified IB IA criterion checklist

8. Reflection (2–3 lines):
This unit deepens students’ ability to model motion mathematically and analyze real-world scenarios with precision. Through a balance of theory and lab inquiry, students build habits essential for success in the Internal Assessment and Paper 1/2 exams.

What was easy?
Introducing the SUVAT equations through real-life motion examples helped students quickly grasp how to apply formulas in context.

What was tricky?
Students often struggled with choosing the right equation and maintaining unit consistency—especially when moving from simple to complex situations

Why will this help your students?
Mastering kinematics builds a foundation for all mechanics topics in DP Physics and strengthens lab design, data interpretation, and mathematical reasoning—core competencies for both the IB exam papers and the IA.

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STRATEGY USED FOR THINKING Step Focus Area What Students Do Teacher Support F Find the Claim Identify the main scientific claim or statement in the text or video. Use color-coding to highlight claims vs background info. A Analyze for Evidence Look for data, examples, or research supporting the claim. Is the evidence quantifiable or cited? Teach how to locate evidence and distinguish it from opinion. C Check the Source Evaluate the source reliability (e.g., Is it from a peer-reviewed journal? Educational site? Biased blog?). Provide a checklist: author, date, domain (.edu/.org/.com), bias indicators. T Test for Bias or Opinion Identify opinionated language (e.g., “clearly,” “obviously,” “everyone knows”) and check for neutral tone. Model rewriting biased statements into neutral scientific tone.

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🧭 Your task: Create an ATL Map for one unit or grade level.

👉 Follow the format below and post your completed map in a column.
💬 Review at least 2 others: share 1 thing you liked, 1 question, and 1 suggestion.

Use this format:

1. Unit Title / Theme
2. Grade Level / Programme
3. Subject(s)
4. Key ATL Skills (3–5 specific skills)
5. Where They Appear in the Unit
6. How You Teach Them
7. How Students Track or Reflect on These Skills
8. Optional: Upload visuals (tables, mind maps, slides)
9. Reflection (2–3 lines)

What was easy?

What was tricky?

Why will this help your students?